Teacher’s Name: Mr. Phillips (Cole Phillips) Lesson #: 2 Facet: Grammar, Conventions, Usage, Mechanics Grade Level: 9 Numbers of Days: 3 Topic: Differentiation between grammar, conventions, usage, and mechanics, and better learning their individual implementations in written work.
PART I:
Objectives Student will understand that There is a difference between grammar, conventions, usage, and mechanics. Students will know To avoid making mistakes in these areas. Student will be able to do Implement the newfound knowledge of each area of syntax/writing into their works. Product: A short story written on Google Docs. Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment 4.CCSS – 6-12, 2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Rationale: By working through processes of consistent revision, organization, and practice of purposeful and technically correct writing, students will learn to use grammar, conventions, usage, and mechanics correctly in a well-written piece.
Assessments
Pre-Assessment: (Lesson 1 only) A simple, verbal survey to the class, asking the questions, “Who thinks that you are good with grammar?” and, “Who thinks that you are a good writer?” which lead into an informative hook. Formative (Assessment for Learning) Section I – checking for understanding during instruction Students will be asked, after every major explanation/piece of the lesson whether or not they fully understand the concepts. Additionally, at the end of each lesson, they will anonymously submit a quick write explaining what they learned and what they understood least before leaving class.
Section II – timely feedback for products (self, peer, teacher) Teachers will assess and students will self-assess using the same rubric, so as to level the playing field and degree of fairness in grading. Peers will be giving regular feedback in revision stages for early drafts of the students’ stories.
Summative (Assessment of Learning): The product (final draft of a short story on Google Docs) will serve as their final assessment.
Integration Technology: Google Doc.
Content Areas: English
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction Students will begin the process by organizing the concepts of grammar, convention, usage, and mechanics in a four-way Venn diagram. They will then get together in groups for cooperative learning, sharing thoughts on the graphic organizers and, ultimately, realizing that there are no intersections between the four areas.
Section II – Groups and Roles for Product Students will write the first drafts of their stories individually, will bring them to the following class, and will then engage in small group writing workshops in which the students’ peers read and proofread their works.
Differentiated Instruction
MI Strategies
Logical: Students will use a graphic organizer to logically map out the concepts. Verbal: Students will be writing almost the entire time. Visual: Students will be using visual graphic organizers. Musical: Intrapersonal: Students will work alone to develop the drafts of their stories. Interpersonal: Students will work in groups to revise the drafts of their stories.
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: Students will have been assigned an 'absence buddy' ahead of time, so that in the event of an absence they have a partner who can fill them in and offer them any and all materials that were missed out on. All assignments are expected to be, either, on time or turned in at another time after having worked out a plan with the instructor.
Extensions
Type II technology: Google Docs.
Gifted Students: “Gifted” students will be identified as students who “are really getting the grammar/usage/conventions/mechanics ideas,” and will be able to be called upon to help students who ask it.
Materials, Resources and Technology White board Markers Computers Handouts Pens/Pencils Paper Projector
Source for Lesson Plan and Research Grammar-monster.com, technical grammar definitions.
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) Classes will be arranged in small groups at tables. Agenda: Day One: Pre-Assessment (five minutes): Students will be asked, “Who here is a good writer?” and “Who here is good at grammar?” respectively. Students will respond and, inevitably, fewer hands will be raised for the second question than the first. Hook (three minutes): The words “Big, A, Yellow, Ball” will be written on the board, and students will be asked to make a comprehensible statement out of the words. Inevitably, the students will suggest it be reworded to say, “A big, yellow ball.” Lesson Part One (25 minutes): Students will be given an explanation that it is a rule of grammar that colors come last in a list of adjectives. Of course this means that they will all have known this rule without ever being taught the rule itself. Incidentally, I will explain that each student is a master of grammar, and that everyone is a master of grammar, because grammatical knowledge is innate when fluent in any language. They will be told that no one has ever made the mistake of saying, “A yellow, big ball,” despite the fact that almost no one knows that this a rule of grammar. An explanation of what grammar really is will follow. Lesson Part Two (25 minutes): I will explain to the students what usage, conventions, and mechanics are, and that it is a common misconception that all of these areas of syntax/writing can be lumped into the category of grammar. Graphic Organizer/Cooperative Learning (10 minutes). Assignment Explanation (5 minutes): Students will be told (simply, at this point) to write a short story using proper and appropriate grammar, usage, conventions, and mechanics, and to bring it to the following class.
Day Two: Hook (3 minutes): They will be read aloud an example of a first grader’s writing. Lesson Part One (20 minutes): Students will be given copies of the writing and will be asked to point out any and all grammatical errors. After they are done, students will share what they have highlighted as being incorrect, and will be told, after everyone has shared, that there are none. Despite the fact the paper will be riddled with errors of conventions, usage, and mechanics, there will, invariably, be no grammatical errors. Lesson Part Two (30 minutes): Students will take out their stories, will be organized into groups of three by me, and will then read their stories aloud to one another. After the readings, the students will trade off proofreading and making edits to the stories. Lesson Part Three (20 minutes): A brief refresher lesson on technical grammar (e.g., subjects, predicates, compound sentences, nominatives, fragments, etc…). Assignment Explanation (5 minutes): Students will be asked to revise their papers based on what their peers had to say, and their newfound knowledge of grammar, and will put them in a Google Doc so that they are shareable.
Day Three: Hook (about 1 minute): A brief explanation that it is not required to teach any grammar in Maine, or a number of other states. Lesson Part One (15 minutes): Students will be asked whether or not it is important to teach grammar in primary-secondary schools. A discussion will ensue. Lesson Part Two (60 minutes): Students will take turns sharing their short stories with the class, presenting them on a projector screen with their laptops. Students will be given rubrics to assess the students on their stories as they are presented. I will begin grading them as they are presented, and will grade them more thoroughly later on. Lesson Part Three (5 minutes): Students will be explained that despite the fact that none of them were experts in grammar to begin with, that they are all great writers.
Students will understand that there is a difference between grammar, conventions, usage, and mechanics. They will have started with little-to-no knowledge of grammar, will form an opinion on whether or not it is important to learn, and will ultimately craft writing after having learned it and decide whether or not they have been bettered for their knowledge of it.
Students will know how to define grammar, conventions, usage, and mechanics. They will be given a specific lesson on grammar, and will be given an explanation of what conventions, usage, and mechanics are, as they will find they have a detailed understanding of the latter three. They will know not to confuse them any longer.
Students will be able to effectively implement the concepts, appropriately, into their writing. They will be able to not only point out errors of the concepts in others’ writings, but will be able to carefully monitor their own for errors, and become better writers for their knowledge.
Content Notes Students will know….. Definitions… Aspects of grammar to be explained: Subject The subject of a verb is the person or thing performing the verb.
Predicate The predicate is the part of the sentence that makes a statement about the subject. The predicate usually tells what the subject is doing, or what is happening to the subject.
Subjective (Nominative) Case The subjective case, or nominative case, is one of the 4 main cases in modern English. It is used for any noun or pronoun that is the subject of a verb.
It is to be explained that the major parts of speech are also aspects of grammar.
All definitions courtesy grammar-monster.com, and more can be referenced from the site if necessary.
Handouts Graphic Organizer First Grader Writing Assignment Rubrics for Assessment
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Students will be well aware of time constraints and a timeline for due dates and assignments.
Microscope: Students will closely analyze one another’s writing.
Puppy: Students will work together and be able to share their work.
Beach Ball: Students will be able to craft the stories they write about anything they choose.
Rationale: All of the learning styles will be accounted for through a uniquely designed lesson that reaches to all aspects of any learner.
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative: Section I – checking for understanding during instruction Students will be asked, after every major explanation/piece of the lesson whether or not they fully understand the concepts. Additionally, at the end of each lesson, they will anonymously submit a quick write explaining what they learned and what they understood least before leaving class.
Section II – timely feedback for products (self, peer, teacher) Teachers will assess and students will self-assess using the same rubric, so as to level the playing field and degree of fairness in grading. Peers will be giving regular feedback in revision stages for early drafts of the students’ stories.
Summative: The product (final draft of a short story on Google Docs) will serve as their final assessment.
Rationale: Students will have learned how to properly use all of the aspects of grammar, conventions, usage, and mechanics through consistent checks, lessons, and revision. Their final product (summative assessment) will show this.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum,cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: Differentiation between grammar, conventions, usage, and mechanics, and better learning their individual implementations in written work.
MLR or CCSS: 5.CCSS – 6-12, 2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Facet: Grammar, Conventions, Usage, Mechanics
Rationale: Students will create a written example, through development multiple drafts, which exemplifies learned principles of the task at hand.
Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Logical: Students will use a graphic organizer to logically map out the concepts. Verbal: Students will be writing almost the entire time. Visual: Students will be using visual graphic organizers. Musical: Intrapersonal: Students will work alone to develop the drafts of their stories. Interpersonal: Students will work in groups to revise the drafts of their stories.
Type II Technology: Google Doc. Rationale:
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: C. Students will consistently work together, analyze one another’s work, and help to create everyone’s final products together.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: A. Students will ultimately create a short story on Google Doc. which provides a shared, creative experience that can be more easily assessed and understood.
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. Phillips (Cole Phillips)
Lesson #: 2 Facet: Grammar, Conventions, Usage, Mechanics
Grade Level: 9 Numbers of Days: 3
Topic: Differentiation between grammar, conventions, usage, and mechanics, and better learning their individual implementations in written work.
PART I:
Objectives
Student will understand that
There is a difference between grammar, conventions, usage, and mechanics.
Students will know
To avoid making mistakes in these areas.
Student will be able to do
Implement the newfound knowledge of each area of syntax/writing into their works.
Product:
A short story written on Google Docs.
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
4.CCSS – 6-12, 2.4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience.
Rationale:
By working through processes of consistent revision, organization, and practice of purposeful and technically correct writing, students will learn to use grammar, conventions, usage, and mechanics correctly in a well-written piece.
Assessments
Pre-Assessment: (Lesson 1 only)
A simple, verbal survey to the class, asking the questions, “Who thinks that you are good with grammar?” and, “Who thinks that you are a good writer?” which lead into an informative hook.
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
Students will be asked, after every major explanation/piece of the lesson whether or not they fully understand the concepts. Additionally, at the end of each lesson, they will anonymously submit a quick write explaining what they learned and what they understood least before leaving class.
Section II – timely feedback for products (self, peer, teacher)
Teachers will assess and students will self-assess using the same rubric, so as to level the playing field and degree of fairness in grading. Peers will be giving regular feedback in revision stages for early drafts of the students’ stories.
Summative (Assessment of Learning):
The product (final draft of a short story on Google Docs) will serve as their final assessment.
Integration
Technology:
Google Doc.
Content Areas:
English
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Students will begin the process by organizing the concepts of grammar, convention, usage, and mechanics in a four-way Venn diagram. They will then get together in groups for cooperative learning, sharing thoughts on the graphic organizers and, ultimately, realizing that there are no intersections between the four areas.
Section II – Groups and Roles for Product
Students will write the first drafts of their stories individually, will bring them to the following class, and will then engage in small group writing workshops in which the students’ peers read and proofread their works.
Differentiated Instruction
MI Strategies
Logical: Students will use a graphic organizer to logically map out the concepts.
Verbal: Students will be writing almost the entire time.
Visual: Students will be using visual graphic organizers.
Musical:
Intrapersonal: Students will work alone to develop the drafts of their stories.
Interpersonal: Students will work in groups to revise the drafts of their stories.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Students will have been assigned an 'absence buddy' ahead of time, so that in the event of an absence they have a partner who can fill them in and offer them any and all materials that were missed out on. All assignments are expected to be, either, on time or turned in at another time after having worked out a plan with the instructor.
Extensions
Type II technology:
Google Docs.
Gifted Students:
“Gifted” students will be identified as students who “are really getting the grammar/usage/conventions/mechanics ideas,” and will be able to be called upon to help students who ask it.
Materials, Resources and Technology
White board
Markers
Computers
Handouts
Pens/Pencils
Paper
Projector
Source for Lesson Plan and Research
Grammar-monster.com, technical grammar definitions.
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Classes will be arranged in small groups at tables.
Agenda:
Day One:
Pre-Assessment (five minutes): Students will be asked, “Who here is a good writer?” and “Who here is good at grammar?” respectively. Students will respond and, inevitably, fewer hands will be raised for the second question than the first.
Hook (three minutes): The words “Big, A, Yellow, Ball” will be written on the board, and students will be asked to make a comprehensible statement out of the words. Inevitably, the students will suggest it be reworded to say, “A big, yellow ball.”
Lesson Part One (25 minutes): Students will be given an explanation that it is a rule of grammar that colors come last in a list of adjectives. Of course this means that they will all have known this rule without ever being taught the rule itself. Incidentally, I will explain that each student is a master of grammar, and that everyone is a master of grammar, because grammatical knowledge is innate when fluent in any language. They will be told that no one has ever made the mistake of saying, “A yellow, big ball,” despite the fact that almost no one knows that this a rule of grammar. An explanation of what grammar really is will follow.
Lesson Part Two (25 minutes): I will explain to the students what usage, conventions, and mechanics are, and that it is a common misconception that all of these areas of syntax/writing can be lumped into the category of grammar.
Graphic Organizer/Cooperative Learning (10 minutes).
Assignment Explanation (5 minutes): Students will be told (simply, at this point) to write a short story using proper and appropriate grammar, usage, conventions, and mechanics, and to bring it to the following class.
Day Two:
Hook (3 minutes): They will be read aloud an example of a first grader’s writing.
Lesson Part One (20 minutes): Students will be given copies of the writing and will be asked to point out any and all grammatical errors. After they are done, students will share what they have highlighted as being incorrect, and will be told, after everyone has shared, that there are none. Despite the fact the paper will be riddled with errors of conventions, usage, and mechanics, there will, invariably, be no grammatical errors.
Lesson Part Two (30 minutes): Students will take out their stories, will be organized into groups of three by me, and will then read their stories aloud to one another. After the readings, the students will trade off proofreading and making edits to the stories.
Lesson Part Three (20 minutes): A brief refresher lesson on technical grammar (e.g., subjects, predicates, compound sentences, nominatives, fragments, etc…).
Assignment Explanation (5 minutes): Students will be asked to revise their papers based on what their peers had to say, and their newfound knowledge of grammar, and will put them in a Google Doc so that they are shareable.
Day Three:
Hook (about 1 minute): A brief explanation that it is not required to teach any grammar in Maine, or a number of other states.
Lesson Part One (15 minutes): Students will be asked whether or not it is important to teach grammar in primary-secondary schools. A discussion will ensue.
Lesson Part Two (60 minutes): Students will take turns sharing their short stories with the class, presenting them on a projector screen with their laptops. Students will be given rubrics to assess the students on their stories as they are presented. I will begin grading them as they are presented, and will grade them more thoroughly later on.
Lesson Part Three (5 minutes): Students will be explained that despite the fact that none of them were experts in grammar to begin with, that they are all great writers.
Students will understand that there is a difference between grammar, conventions, usage, and mechanics. They will have started with little-to-no knowledge of grammar, will form an opinion on whether or not it is important to learn, and will ultimately craft writing after having learned it and decide whether or not they have been bettered for their knowledge of it.
Students will know how to define grammar, conventions, usage, and mechanics. They will be given a specific lesson on grammar, and will be given an explanation of what conventions, usage, and mechanics are, as they will find they have a detailed understanding of the latter three. They will know not to confuse them any longer.
Students will be able to effectively implement the concepts, appropriately, into their writing. They will be able to not only point out errors of the concepts in others’ writings, but will be able to carefully monitor their own for errors, and become better writers for their knowledge.
Content Notes
Students will know…..
Definitions…
Aspects of grammar to be explained:
Subject
The subject of a verb is the person or thing performing the verb.
Predicate
The predicate is the part of the sentence that makes a statement about the subject. The predicate usually tells what the subject is doing, or what is happening to the subject.
Subjective (Nominative) Case
The subjective case, or nominative case, is one of the 4 main cases in modern English. It is used for any noun or pronoun that is the subject of a verb.
It is to be explained that the major parts of speech are also aspects of grammar.
All definitions courtesy grammar-monster.com, and more can be referenced from the site if necessary.
Handouts
Graphic Organizer
First Grader Writing Assignment
Rubrics for Assessment
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Students will be well aware of time constraints and a timeline for due dates and assignments.
Microscope: Students will closely analyze one another’s writing.
Puppy: Students will work together and be able to share their work.
Beach Ball: Students will be able to craft the stories they write about anything they choose.
Rationale: All of the learning styles will be accounted for through a uniquely designed lesson that reaches to all aspects of any learner.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Section I – checking for understanding during instruction
Students will be asked, after every major explanation/piece of the lesson whether or not they fully understand the concepts. Additionally, at the end of each lesson, they will anonymously submit a quick write explaining what they learned and what they understood least before leaving class.
Section II – timely feedback for products (self, peer, teacher)
Teachers will assess and students will self-assess using the same rubric, so as to level the playing field and degree of fairness in grading. Peers will be giving regular feedback in revision stages for early drafts of the students’ stories.
Summative:
The product (final draft of a short story on Google Docs) will serve as their final assessment.
Rationale: Students will have learned how to properly use all of the aspects of grammar, conventions, usage, and mechanics through consistent checks, lessons, and revision. Their final product (summative assessment) will show this.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
Differentiation between grammar, conventions, usage, and mechanics, and better learning their individual implementations in written work.
MLR or CCSS:
5.CCSS – 6-12, 2.4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience.
Facet: Grammar, Conventions, Usage, Mechanics
Rationale: Students will create a written example, through development multiple drafts, which exemplifies learned principles of the task at hand.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Logical: Students will use a graphic organizer to logically map out the concepts.
Verbal: Students will be writing almost the entire time.
Visual: Students will be using visual graphic organizers.
Musical:
Intrapersonal: Students will work alone to develop the drafts of their stories.
Interpersonal: Students will work in groups to revise the drafts of their stories.
Type II Technology:
Google Doc.
Rationale:
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: C. Students will consistently work together, analyze one another’s work, and help to create everyone’s final products together.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: A. Students will ultimately create a short story on Google Doc. which provides a shared, creative experience that can be more easily assessed and understood.